An investigation into the predictive role of EFL teachers’ sense of grit and positive psychological capital in their emotional literacy; [Una investigación sobre el papel predictivo del sentido de agallas y el capital psicológico positivo de los profesores de Inglés/LE en su alfabetización emocional]

A large number of empirical studies has been done on diverse psycho-emotional variables related to second/foreign language (L2) education in different educational settings. However, the literature is limited chiefly to learner-psychology variables, with attention turning to teacher psychology only r...

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Published in:	Porta Linguarum
Main Author:	Yang J.; Derakhshan A.; Proietti Ergün A.L.
Format:	Article
Language:	English
Published:	Universidad de Granada 2025
Online Access:	https://www.scopus.com/inward/record.uri?eid=2-s2.0-85217465447&doi=10.30827%2fportalin.vi43.30978&partnerID=40&md5=d29765ae0ea8cfd38192ac96d40f759a

id	2-s2.0-85217465447
spelling	2-s2.0-85217465447 Yang J.; Derakhshan A.; Proietti Ergün A.L. An investigation into the predictive role of EFL teachers’ sense of grit and positive psychological capital in their emotional literacy; [Una investigación sobre el papel predictivo del sentido de agallas y el capital psicológico positivo de los profesores de Inglés/LE en su alfabetización emocional] 2025 Porta Linguarum 2025-January 43 10.30827/portalin.vi43.30978 https://www.scopus.com/inward/record.uri?eid=2-s2.0-85217465447&doi=10.30827%2fportalin.vi43.30978&partnerID=40&md5=d29765ae0ea8cfd38192ac96d40f759a A large number of empirical studies has been done on diverse psycho-emotional variables related to second/foreign language (L2) education in different educational settings. However, the literature is limited chiefly to learner-psychology variables, with attention turning to teacher psychology only recently. Three crucial constructs related to L2 teachers are grit, positive psychological capital, and emotional literacy. However, the inter-action between these three has received scarce (if any) attention so far. To fill this gap, this quantitative study delved into the predicting role of teachers’ grit and positive psychological capital in their emotional literacy. To this end, the 560 EFL teachers who participated in this study completed three scales over four months. Structural equation modelling (SEM) and regression analysis revealed a positive association among EFL teachers’ grit, positive psychological capital, and emotional literacy. Moreover, the regression analysis results pinpointed that both grit and positive psychological capital could significantly predict EFL teachers’ emotional literacy. More specifically, it was found that grit and positive psychological capital could jointly predict 67% of the variance in emotional literacy. The study provides implications for EFL teachers, researchers, school managers, and teacher educators regarding the prominence of emotional factors in language teaching. © 2025, Universidad de Granada. All rights reserved. Universidad de Granada 16977467 English Article All Open Access; Gold Open Access
author	Yang J.; Derakhshan A.; Proietti Ergün A.L.
spellingShingle	Yang J.; Derakhshan A.; Proietti Ergün A.L. An investigation into the predictive role of EFL teachers’ sense of grit and positive psychological capital in their emotional literacy; [Una investigación sobre el papel predictivo del sentido de agallas y el capital psicológico positivo de los profesores de Inglés/LE en su alfabetización emocional]
author_facet	Yang J.; Derakhshan A.; Proietti Ergün A.L.
author_sort	Yang J.; Derakhshan A.; Proietti Ergün A.L.
title	An investigation into the predictive role of EFL teachers’ sense of grit and positive psychological capital in their emotional literacy; [Una investigación sobre el papel predictivo del sentido de agallas y el capital psicológico positivo de los profesores de Inglés/LE en su alfabetización emocional]
title_short	An investigation into the predictive role of EFL teachers’ sense of grit and positive psychological capital in their emotional literacy; [Una investigación sobre el papel predictivo del sentido de agallas y el capital psicológico positivo de los profesores de Inglés/LE en su alfabetización emocional]
title_full	An investigation into the predictive role of EFL teachers’ sense of grit and positive psychological capital in their emotional literacy; [Una investigación sobre el papel predictivo del sentido de agallas y el capital psicológico positivo de los profesores de Inglés/LE en su alfabetización emocional]
title_fullStr	An investigation into the predictive role of EFL teachers’ sense of grit and positive psychological capital in their emotional literacy; [Una investigación sobre el papel predictivo del sentido de agallas y el capital psicológico positivo de los profesores de Inglés/LE en su alfabetización emocional]
title_full_unstemmed	An investigation into the predictive role of EFL teachers’ sense of grit and positive psychological capital in their emotional literacy; [Una investigación sobre el papel predictivo del sentido de agallas y el capital psicológico positivo de los profesores de Inglés/LE en su alfabetización emocional]
title_sort	An investigation into the predictive role of EFL teachers’ sense of grit and positive psychological capital in their emotional literacy; [Una investigación sobre el papel predictivo del sentido de agallas y el capital psicológico positivo de los profesores de Inglés/LE en su alfabetización emocional]
publishDate	2025
container_title	Porta Linguarum
container_volume	2025-January
container_issue	43
doi_str_mv	10.30827/portalin.vi43.30978
url	https://www.scopus.com/inward/record.uri?eid=2-s2.0-85217465447&doi=10.30827%2fportalin.vi43.30978&partnerID=40&md5=d29765ae0ea8cfd38192ac96d40f759a
description	A large number of empirical studies has been done on diverse psycho-emotional variables related to second/foreign language (L2) education in different educational settings. However, the literature is limited chiefly to learner-psychology variables, with attention turning to teacher psychology only recently. Three crucial constructs related to L2 teachers are grit, positive psychological capital, and emotional literacy. However, the inter-action between these three has received scarce (if any) attention so far. To fill this gap, this quantitative study delved into the predicting role of teachers’ grit and positive psychological capital in their emotional literacy. To this end, the 560 EFL teachers who participated in this study completed three scales over four months. Structural equation modelling (SEM) and regression analysis revealed a positive association among EFL teachers’ grit, positive psychological capital, and emotional literacy. Moreover, the regression analysis results pinpointed that both grit and positive psychological capital could significantly predict EFL teachers’ emotional literacy. More specifically, it was found that grit and positive psychological capital could jointly predict 67% of the variance in emotional literacy. The study provides implications for EFL teachers, researchers, school managers, and teacher educators regarding the prominence of emotional factors in language teaching. © 2025, Universidad de Granada. All rights reserved.
publisher	Universidad de Granada
issn	16977467
language	English
format	Article
accesstype	All Open Access; Gold Open Access
record_format	scopus
collection	Scopus
_version_	1825722574840004608

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